CONSTRUCTION MANAGER CERTIFICATION INSTITUTE Mentor … · All individuals who have signed up to be...

CONSTRUCTION MANAGER CERTIFICATION INSTITUTE

Mentor Guide

V1.1: 041517

Construction Manager Certification Institute (CMCI)

7926 Jones Branch Drive, #800 Mclean, VA 22102

703.356.2622 (o) | 703.356.6388 (f)

www.cmaanet.org/CMIT | [email protected]

CMIT Mentor Guide Construction Manager in Training

CMCI

Table of Contents CMIT Mentor Program .............................................................................................................................................. 1

Background ............................................................................................................................................................... 1 Mentoring Definition................................................................................................................................................. 1 Purpose ...................................................................................................................................................................... 1 Mission ...................................................................................................................................................................... 1 Vision ........................................................................................................................................................................ 1 Objectives .................................................................................................................................................................. 2 CMIT Mentor Guide ................................................................................................................................................. 2 Disclaimer ................................................................................................................................................................. 2

Mentor Guidelines ....................................................................................................................................................... 3 Mentor Definition ...................................................................................................................................................... 3 Why Become a Mentor? ............................................................................................................................................ 3 Benefits ..................................................................................................................................................................... 3 Role and Responsibilities .......................................................................................................................................... 3 How to Become a Mentor ......................................................................................................................................... 4 Inactive Mentors ........................................................................................................................................................ 4

Mentee Guidelines ....................................................................................................................................................... 5 Mentee Definition ..................................................................................................................................................... 5 Why Become a CMIT/Mentee? ................................................................................................................................ 5 Benefits ..................................................................................................................................................................... 5 Role and Responsibilities .......................................................................................................................................... 5 How to Become a Mentee ......................................................................................................................................... 6

Process and Phases ...................................................................................................................................................... 7 Phase 1: Initiation ...................................................................................................................................................... 7

How to Find/Select a Mentor ................................................................................................................................ 7 Establishing a Relationship ................................................................................................................................... 7 Setting Expectations and Guidelines ..................................................................................................................... 7

Phase 2: Engagement and Development ................................................................................................................... 8 Setting Goals ......................................................................................................................................................... 8 Learning and Growing .......................................................................................................................................... 8 Having Checkpoints .............................................................................................................................................. 8

Phase 3: Separation ................................................................................................................................................... 9 Tools and Tips ............................................................................................................................................................ 10

Possible Challenges and How to Overcome ............................................................................................................ 10 Communication Skills: Generating Discussion ....................................................................................................... 11 Guidelines for Giving Constructive Feedback ........................................................................................................ 11 Feedback Tips ......................................................................................................................................................... 11 How to Receive Feedback ....................................................................................................................................... 12 Listening Skills........................................................................................................................................................ 13

Useful Forms .............................................................................................................................................................. 14 Mentor Evaluation form .......................................................................................................................................... 14 Mentee Evaluation form .......................................................................................................................................... 14 Declare Your Mentor form ...................................................................................................................................... 14 Mentor Sign-Up form .............................................................................................................................................. 14 Appreciating Differences form ................................................................................................................................ 14 Work Plan ............................................................................................................................................................... 14

Appreciating Differences........................................................................................................................................... 15 Work Plan .................................................................................................................................................................. 16

http://www.cmaanet.org/CMIT

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CMCI

CMIT Mentor Program

Background

The Construction Manager Certification Institute (CMCI) is a not-for profit organization that was

formed to promote the profession of Construction Management (CM) and the use of qualified

CM’s on projects. CMCI is a wholly-owned subsidiary of the Construction Management

Association of America (CMAA). The Construction Manager in Training (CMIT) program is a

certificate program administered and maintained by CMCI via the CMIT Committee.

The CMIT is a professional credential that recognizes practitioners who have displayed the

desire to learn how to become competent, successful construction managers. The CMIT

designation demonstrates competence in the practice of construction management early in an

individual’s career. Individuals who have earned their CMIT designation demonstrate to

employers and clients they are invested in the industry as well as in their own professional

development.

The CMIT program works to continuously promote and enhance the expanding community of

aspiring professionals and students in the construction management industry. The CMIT program

encourages professional growth, facilitates new connections, and offers guidance through

mentorship. After an individual applies for the CMIT and subsequently passes the exam, they

then enter the mentor phase of the program.

Mentoring Definition

Mentoring is a human development process that facilitates personal and professional growth.

As a part of the process, a relationship is formed in which an experienced individual shares

their wisdom and knowledge, while providing support, advice, and counsel that helps less-

experienced individuals to grow, develop, and eventually assume positions of greater authority

and responsibility.

Purpose

The purpose of the CMIT Mentor Program is to provide guidance for early career professionals,

graduate students, soon-to-be graduates, and recent graduates to assist them in becoming

successful leaders within the construction management industry.

Mission

CMCI’s mission for the CMIT Mentor Program is to create a supportive environment for growth

and development in which mentors provide guidance, share experiences, offer advice and

support to CMIT mentees.

Vision

The vision of the CMIT Mentor Program is to connect mentors with CMIT mentees that will

enable them to become successful professional construction managers.


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Objectives

Objectives and goals of the CMIT Mentor Program include:

Establishing and building relationships.

Equipping mentees with understanding and tools to make informed and ethical

decisions.

Developing leaders and professional construction managers.

Fostering and encouraging information sharing.

Expanding advancement within the construction management industry.

CMIT Mentor Guide

This guide describes the CMIT Mentor process, including:

Mentor guidelines

Mentee guidelines

Mentoring program phases defined and explained

Tools and tips to assist throughout the mentoring process

Sample forms and templates

Disclaimer

All individuals who have signed up to be a mentor for the CMIT mentor program are volunteers.

CMCI does not guarantee mentoring or career advancement through the mentor program.


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Mentor Guidelines

Mentor Definition

A mentor provides guidance in the form of information and knowledge sharing that will enable

and assist mentees to become professional constructions managers and leaders within the

industry. Guidance can be provided in the form of offering advice, sharing experiences, and

assisting with problem solving. Mentors will also provide a safe, trusting, and non-judgmental

environment in which the mentor-mentee relationship can develop, grow, and thrive.

Why Become a Mentor?

There are many reasons to become a mentor, some of which you can find outlined below, but the

most important is the ability to transfer knowledge, experience, and skills that have been gained

by veteran professionals to the next generation of construction managers. In order to prepare the

next generation of constructions mangers, it is important that this experience and information

continues to be passed along.

Benefits

Mentoring can be a valuable and rewarding tool for the mentor as well as the mentee. The

benefits of becoming a registered CMIT mentor include:

Opportunity to share knowledge as well as learn from the mentee who might have new of

different perspectives.

Ability to review accomplishments and challenges, and share lessons learned.

Leaving a legacy through sharing experiences and guiding another’s career path.

Personal satisfaction in helping someone grow professionally.

Opportunity to build new relationships.

Developing skills as a teacher, guide, and advisor by assisting individuals in developing

career goals and advising how they can achieve them by leveraging their strengths.

Recognition and gratitude from their mentee.

Registered mentors that are a Certified Construction Manager (CCM) can earn renewal

points for participating.

In the future, another benefit of the Mentor Program is the ability to earn recognition coins

though CMCIs Coins of Excellence initiative. Mentors have the opportunity to earn Coins of

Excellence based on the number of CMITs they mentor and the number of individuals they assist

throughout the CCM certification and recertification process.

Role and Responsibilities

CMCI appreciates the commitment, flexibility, and availability mentors can provide while

working with mentees and recognizes that as leading industry professionals, mentors are

volunteers and will often be busy. Mentors should also be knowledgeable, patient, respectful,

and supportive. All mentors who wish to be recognized for participation in the program must

register on the CMAA website.


http://cmaanet.org/files/Renewal%20Handbook.pdf

http://cmaanet.org/files/Renewal%20Handbook.pdf

http://www.jotformpro.com/form/50426335564959

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The mentor’s responsibilities include, but are not limited to the following:

Taking time to understand mentee’s career and personal aspirations.

Offering knowledge, insights, perspectives, wisdom, feedback, and sharing experiences

useful to the mentees growth.

Providing insights to the mentee on different aspects of industry and offer advice.

Creating an open and candid relationship to encourage growth and trust.

Attempting to recognize when a mentee may need assistance from outside parties (other

professionals, institutions, etc.).

Supporting and facilitating the mentee’s development of professional and interpersonal

competencies through strategic questioning, goal setting, and planning.

Agreeing and respecting scheduled time and resources of the mentee.

Staying committed, accessible, and engaged throughout the process.

Serving as a positive role model and respecting individual differences.

Encouraging professionalism throughout the mentorship.

Maintaining confidentiality.

How to Become a Mentor

To become a registered mentor, you must sign up on CMAAs website. By signing up to be

included on the CMIT Mentor List, you will be searchable by CMITs and they will have the

option and ability to reach out to you and request that you be their mentor. All mentees are

encouraged to solicit a variety of mentors for guidance, however, some mentors may be selected

based on demographics and availability.

Inactive Mentors

Registered mentors can become inactive due to lack of involvement or by their own request.

Inactive mentors will be removed from the CMIT Mentor List. Mentors can request to be

removed from the CMIT Mentor List at any time by emailing [email protected]. To reactivate

mentor status, individuals will need to register through CMAAs website again. CCMs who

become inactive mentors will not be able to claim CCM renewal points.


http://www.jotformpro.com/form/50426335564959

mailto:[email protected]

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Mentee Guidelines

Mentee Definition

A mentee is an early career professional, graduate student, soon-to-be, recent graduate, or a

professional transitioning their occupation that is taking a proactive approach to advance their

career while investing in their personal and professional development. Mentees are committed to

learning and aspire to become successful leaders within the construction management industry.

Why Become a CMIT/Mentee?

The CMIT program helps young professionals launch and develop successful careers within the

construction management industry. After an individual successfully becomes a CMIT they will

be given access to the mentor directory, enabling them to expand their networks and connect

with leading industry professionals.

Becoming a CMIT and taking advantage of the mentor program is a great way for individuals to

show current and prospective employers that they are committed to the construction management

industry as well as to their own professional growth and development.

Benefits

The mentor program is a valuable tool for mentees to learn more about the construction

management profession and to build lasting relationships within the industry. Some of the

benefits a CMIT may take advantage of in the mentoring process include:

Ability to learn from experienced mentors.

Establish new relationships and networking with industry professionals.

Guidance on creating developmental goals.

Developing skills as both a communicator and leader.

Receiving feedback from an industry professional.

Acquiring knowledge, skills, tactics, and competencies.

Role and Responsibilities

CMCI has developed the mentor program to assist CMITs with industry growth and transfer of

knowledge, however CMCI cannot guarantee that a mentor for all CMITs and the quality of the

mentor/mentee relationship. Mentors are volunteering their time and knowledge to help the

advancement of the mentee.

In return, CMCI requests the following responsibilities of all mentees include, but not limited to

the following:

Respecting the mentors time and coming prepared to each meeting.

Understanding the role of the mentor is not to provide all the answers, but is to guide the

mentee towards reaching their goals.

Upholding the highest level of professionalism during the entire process.

Staying committed, accessible, and engaged throughout the process.

Maintaining an open and candid relationship to enable growth and trust.


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Remaining respectful and receptive to new ideas, approaches, coaching, and feedback.

Taking responsibility for one’s own development.

Maintaining confidentiality.

Willingly work with mentor to set specific and obtainable goals and objectives.

Exercising initiative in establishing and maintaining the mentoring relationship.

How to Become a Mentee

To become a mentee, individuals must first successfully complete the CMIT application and pass

the CMIT exam. After the CMIT exam is passed, individuals are sent further information for

accessing the mentor directory. For more information about how to sign up and become a CMIT,

please visit CMAAs website or see the CMIT Handbook.


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Process and Phases During the mentoring process, it is important to establish goals and expectations early in the

relationship, as well as remaining open and flexible as things change, and avoiding conflicts of

interest that may arise. It is key that both the mentor and the mentee are willing to share and

actively participate to establish and maintain a successful and growing relationship.

The mentoring process is broken down into 3 phases; first is the initiation phase, then the

engagement and development phase; and lastly the separation phase.

Phase 1: Initiation

The first phase provides the foundation for building a relationship of trust and respect. During

this phase, the mentee and mentor meet and get to know each other. Meeting and

communications can occur in person, over the phone, or through email.

Parts of the initiation phase include:

How to find and select a mentor

Establishing a relationship

Setting expectations and guidelines

How to Find/Select a Mentor

Once an individual has applied for the CMIT program and has successfully passed the CMIT

exam, they will be provided access to the mentor directory. They will then be able to search

the directory and seek out mentors that they believe would be a good fit. Phone and email

communication can be used to stay in touch, therefore mentors do not need to be located

within the same organization or in the same geographical location.

Establishing a Relationship

After selecting several possible mentor candidates, CMITs should reach out to each one to

introduce themselves and ask if they would be available to be their mentor. Everyone found

in the directory signed up to be listed as a mentor, however CMITs will want to make sure

the mentor currently has time available. Once the mentee has ensured the mentor is available

and they will be the best fit, they can complete the “Declare Your Mentor” form found on

CMAAs website. CMCI does not guarantee a mentor will be responsive or have adequate

time available upon request.

Setting Expectations and Guidelines

Expectations and guidelines are important to establish early in the relationship. Together, the

mentee and mentor should agree on a meeting schedule to best manage the time that the

mentee and mentor have together. Points to consider include: how often and when you meet,

how you will communicate, how long each meeting will last, etc.


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Phase 2: Engagement and Development

After the CMIT has found a willing and available mentor, the relationship has been established,

and expectations and guidelines have been set, the next step is engaging and developing the

relationship. This can be done by first setting goals and then creating the action steps needed to

be taken to reach the established goals. Together, the mentor and mentee will identify the steps

and then the mentor will be able to provide guidance as to how to prioritize the steps to

successfully reach the goals. During this phase the mentor will share advice and lessons learned

through their previous experiences with the mentee. Feedback, support, and encouragement are

exchanged during this phase.

Parts of the engagement and development phase include:

Setting goals

Learning and growing

Having yearly checkpoints

Setting Goals

Discuss ways to gain Responsible in Charge (RIC) experience, as advancing and seeking

leadership positions are often some of the main goals that CMITs have. After setting a goal,

action steps should be created that establish what will be done by the mentee and how

success will be measured. The goals established in the mentor program should be

performance based objectives as well as realistic.

Make sure that the goals pass the “SMART” goals test, meaning they are specific,

measurable, achievable, realistic, and time bound. The goals that are set in the beginning may

change during the mentoring experience. If this happens, make sure to identify new action

steps that will be followed to reach the new goal. It is also recommended that the mentee

keep a mentoring journal and write down their goals and action steps.

Learning and Growing

Most of the learning will likely take place during this stage. After goals are established, the

mentor is able to share lessons learned based on their previous experience. The mentor will

also be able to provide advice to the mentee in regards to the steps they believe should be

taken to reach those goals.

Having Checkpoints

Below are the recommended checkpoints. However, these are just recommendations,

mentees and mentors are encouraged to work together and create their own schedule for what

works best for both parties:

o Month 1: informal meeting and getting to know each other. During this meeting,

the mentee can share and discuss career goals with the mentor. This meeting

should also be used to establish expectations and guidelines.


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o Month 3: Put pen to paper. Establish goals (using the SMART method) and

discuss the action steps needed to meet them.

o Months 6-9: Review what action steps have already been followed and what is

still left to do. For example, if the mentees goal is to gain enough RIC

experience to be eligible for the CCM, they will want to examine how their

current experience can count toward the RIC requirements and can then figure

out how to gain experience in other identified categories.

o Month 12: Recap and review goals. The mentee can also modify and change

the goals and action steps as needed. During this time, the mentee and mentor

will also want to plan for the year to come.

CMAA also has evaluation forms available on their website that can be used by both the

mentee and mentor to assess the success of the relationship. These can be submitted at any

time during the process. The evaluation forms help keep CMAA informed of the progress as

well as serve as a tool for the mentee and mentor to evaluate the relationship. If something is

not going according to plan, the evaluation form will help to identify it and then the mentee

and mentor can work together to fix it.

Phase 3: Separation

The last phase, separation, naturally occurs after a specific time period predetermined by both

parties has been reached. There is no set amount of time that mentees and mentors are expected

to work together, however once the mentor has assisted the mentee and provided all the guidance

and support that they can, the mentor relationship will dissolve. At this time the mentee will have

gained an independent identity, will be well equipped to continue working on reaching their

goals, and will be able to plan for the future. While communication is still encouraged, the

formal meetings and mentoring will no longer occur.


http://cmaanet.org/mentor-program-forms

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Tools and Tips

Possible Challenges and How to Overcome

Below are some examples of challenges other mentors and mentees have faced and resolved.

Challenge- not enough time in the day: The most common challenge is finding adequate

time to get everything done in the relationship that you want. Despite good intentions,

other priorities from both work and personal life can possibly interfere or create a

disturbance in the relationship.

Solution: Focus on the smaller aspects rather than the bigger picture ones, especially in

the start of your relationship. This will help you to focus on each step and not become

overwhelmed with the tasks ahead. It is also important for both the mentor and mentee to

avoid promising more time than they can deliver. Mentors should check with the mentees

to be sure they are both comfortable with the time that they spend working together and

with the teaching and learning that is currently occurring.

Challenge- building trust early on: With limited contact in the beginning of the

relationship, it’s not easy to build the kind of trust you both would like to have.

Solution: Strategies that can be used include signing a confidentiality agreement,

listening carefully to the other person, and demonstrating credibility (for the mentor this

can be done by sharing mistakes and lessons learned and for the mentee this can be done

by being attentive and always on time and ready to learn). It is also important for both

mentor and mentee to keep promises and adhere to their meeting schedule. If something

comes up and a meeting time must change, reach out to the other person immediately and

reschedule with them as soon as possible.

Challenge: the mentor is not an expert on everything. The mentor is not expected to be an

expert on everything or to even know how to help the mentee with every goal they

establish. The mentor will serve as a guide to the mentee to point them in the right

direction, but not give them all the solutions.

Solution: The mentor can reiterate their role as a “facilitator” early in the relationship.

The mentee will need to understand that the mentor will not have all the answers. When a

topic is approached that the mentor is unfamiliar with, this may be a learning opportunity

for both parties.

Challenge: conquering differences. Differences will become apparent from the very

beginning but they should not be seen as a hindrance to building the relationship, but

instead a catalyst.

Solution: In addition to discovering all the similarities, which is done during the

interviewing process, mentors and mentees should also work to identify the differences

between them. Once the differences have been stated, mentors and mentees can break

through any barriers that might exist by communicating about them directly. Differences

should not be seen as negative, but as an opportunity for learning and exploring. This will

lead to a better-rounded mentee in the end.


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Communication Skills: Generating Discussion

An effective mentor needs to have strong communication skills. It is the mentor’s responsibility

to maintain a dialog with the mentee. Many people think that the secret to a productive meeting

is to ask the mentee questions. However, it is more effective for the mentor to begin the meeting

with a statement that tells the mentee the direction in which the discussion will focus. The

mentor then can follow the statement with a provocative question.

Avoid asking “why” questions because they tend to put people on the defensive. To encourage

an open discussion, ask questions that begin with “how” or “what.”

Guidelines for Giving Constructive Feedback

When the performance of the mentor or mentee is not going as planned, either party may have to

provide feedback. Feedback is not criticism. Rather, feedback provides the concrete data needed

to take corrective action(s) and improve performance. Constructive feedback occurs only when

you are a good listener and genuinely care about the other person. Consider these “Guidelines for

Constructive Feedback” and make them a routine part of your mentor relationship.

Specific action(s): Before providing feedback, carefully review the actions and decisions that led

up to it. Phrase the issue as a statement rather than a question. Contrast, “When are you going to

stop being late for meetings?” with “I feel annoyed when you are late for meetings”. The

question format is controlling/ because it implies that “you” the respondent are expected to adjust

your behavior to accommodate “me” the questioner. We tend to become defensive or angry

when spoken to in this way; whereas the “I” statement allows the respondent to perceive what

effect his/her behavior had on you.

Context of the action(s): Context is the most important characteristic of feedback. Never simply

walk up to a person, “drop” your feedback and then leave. Always identify “where,” “when,”

“why” and specifically “what” led up to the event.

Impact of the person’s action(s): Restrict feedback to only those things which you know for

certain. Hearsay has no place within the context of “constructive feedback”. State the exact

impact of the person’s actions on themselves, you, others or the organization.

Suggestion for a remedy or coaching: Talk first about you. Use “I” as the lead word, e.g., “I

would appreciate it if you would come to the meetings on time” or “I feel annoyed when you are

late for our meetings.”

Feedback Tips

To make sure that your feedback is accepted and favorably received, mentors can use the

following feedback tips:


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Be descriptive: Focus on behavior. Identify what you saw the other person do, or what you heard

the other person say. Give specific examples. Avoid judgmental language. Rather, describe the

situation and avoid “preaching” about it.

Stay focused: Be clear, specific, and unambiguous. Don’t use labels like: “unprofessional,”

“messed-up” and “irresponsible”. Stick to the point at hand and resist the temptation to

generalize or judge.

Cite examples: Avoid being vague by citing specific, clear examples when giving feedback.

Be brief: Be sure to keep your feedback short. Once you are sure the mentee understands the

point, you can stop. Do not exaggerate and be exact. Exaggerating only invites the recipient to

argue with the exaggeration rather than respond to the real issue.

Keep it simple: Try to concentrate on only one issue at a time.

Be aware of timing: Know when to offer feedback. Give feedback immediately or as soon as

possible after an event is observed.

Consider the mentees needs: Match the feedback to the person and the severity of their actions.

Even if your position/rank is higher than that of the recipient, strive for an adult-peer context.

Check for understanding: Check to be sure your feedback is clearly understood.

Speak only for yourself: Do not refer to absent or anonymous people. Encourage others to speak

for themselves.

How to Receive Feedback

To make sure feedback is successfully received, mentees can use the following tips for receiving

feedback:

Breathe. We are conditioned to react to stress as though it is a physical assault. Muscles tense,

pulse rate increases, and we tend to breathe rapidly and shallowly. Breathe deeply and then

consciously allow the body to relax.

Listen actively and carefully. Do not interrupt or do anything which might discourage the person

from providing you the feedback. The feedback they provide can be very valuable to your own

growth.

Ask questions for clarity. You have the need/right to receive clear/understandable feedback. Ask

for specific examples when you are unclear.

Acknowledge the feedback. Paraphrase the message in your own words to let the other person

know that you have heard and understood what was said.


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Acknowledge the valid points. Agree with what is true and what is possible.

Acknowledge the other person’s point of view. Try to understand their reaction as well.

Take time to process and sort out what you have heard. You may need time for processing before

responding to the feedback. It is reasonable to ask the individual for time to think carefully about

what he/she said and how you feel about it and then make a specific appointment for getting

together to close the loop.

Listening Skills

Effective communicators are also the best listeners. Listening is more than just hearing what has

been said. Listening shows genuine interest in the other person, lets them know you are

concerned for them and makes them feel comfortable in sharing their ideas and feelings.

Simply hearing words is not sufficient to achieve an understanding of what another person is

saying. Active listening is an important skill used to obtain information about what the other

person is thinking and feeling.

Remember that developing good listening skills are an important part of your professional

growth in construction management. The components of good listening skills include:

Silence: Use silence effectively. Listening quietly to what others are saying.

Attentiveness: Acknowledge the speaker. Maintaining eye contact, using body language such as

gestures, movements and facial expressions to promote or discourage participation, or

acknowledging with a brief, one-word phrase or expression your understanding or approval of

what the other person is saying.

Paraphrasing: Restating in your own words what you thought the speaker said without adding

any judgment or interpretation.

Reflection: Clarifying the feelings you think the other feels to show empathy.

Open-ended questions: Using questions that require extended responses or encourages others to

talk provides you with more information and assists you in clarifying issues. Open-ended

questions begin with words such as what, how, could.


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Useful Forms

Mentor Evaluation form

Mentee Evaluation form

Declare Your Mentor form

Mentor Sign-Up form

Appreciating Differences form

Work Plan


https://form.jotformpro.com/52155652940960

https://form.jotform.com/52154714381957



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Appreciating Differences Mentee Mentor

Areas of Expertise

Professional

Accomplishments

Personal

Accomplishments

Physical Location

Work Experience

Company Position

Personal Goals

Professional Goals

Expectations of the

Relationship

Other


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Work Plan


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Construction Manager Certification Institute7926 Jones Branch Drive, #800 McLean, VA 22102

703.356.2622 (o) | 703.356.6388 (f)www.cmcertification.org | [email protected]

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